Bīsotūn and the French Enlightenment

2018 ◽  
Vol 28 (4) ◽  
pp. 583-614
Author(s):  
DANIEL THOMAS POTTS

AbstractThis study examines a little-known case of Enlightenment knowledge transmission centred on the rock-cut monument of Darius I at Bīsotūn in western Iran. It discusses a report on the monument published by the cartographer and historian Jean-Baptiste Bourguignon d'Anville, which originated with the Decalced Carmelite monk Emmanuel de Saint-Albert (born Jean-Claude Ballyet); who transmitted it to Isaac Bellet, a doctor involved in secret negotiations in Constantinople; who in turn sent it to Louis, Duke d'Orléans, in Paris; who passed it on to d'Anville. The collison of scholarly interest, political service and scientific personality offers a fascinating case study of the Enlightenment ‘republic of letters’ in action.

Target ◽  
2006 ◽  
Vol 18 (1) ◽  
pp. 17-47 ◽  
Author(s):  
Rainier Grutman

Texts foregrounding different languages pose unusual challenges for translators and translation scholars alike. This article seeks to provide some insights into what happens to multilingual literature in translation. First, Antoine Berman’s writings on translation are used to reframe questions of semantic loss in terms of the ideological underpinnings of translation as a cultural practice. This leads to a wider consideration of contextual aspects involved in the “refraction” of foreign languages, such as the translating literature’s relative position in the “World Republic of Letters” (Casanova). Drawing on a Canadian case-study (Marie-Claire Blais in English translation), it is suggested that asymmetrical relations between dominating and dominated literatures need not be negative per se, but can lead to the recognition of minority writers.


2018 ◽  
Vol 140 (2) ◽  
pp. 619-636 ◽  
Author(s):  
Sohyla Reshadat ◽  
Alireza Zangeneh ◽  
Shahram Saeidi ◽  
Neda Izadi ◽  
S. Ramin Ghasemi ◽  
...  

Author(s):  
Irfan Ahmad

The main argument of this chapter is: the Enlightenment was an ethnic project and its conceptualization of reason highly local as it pitted itself against a series of Others, Islam included. Evidently, feminist and race studies scholarship offers a critique of the Enlightenment and its universalism. A point less stressed is that the erasure of non-Western philosophy in Enlightenment thinking construed universal as only "to all," not "from all." Consequently, non-Westerners were construed as empirical objects, not thinking subjects. As it disregarded from all, Western universalism claiming that it is for all and to all could only be missionary-like, for the only option it leaves open for those not subscribing to or already within is to convert. The blueprint for conversion stemmed from Enlightenment ideas of "civilizational infantilism" of the non-West and the obligation to "better the world." To substantiate this argument, the chapter discusses the German Enlightenment and the French Enlightenment both of which reconfigured rather than erased Christianity. Building on works, among others, of Talal Asad, the chapter alternatively outlines the possibility of analyzing Islam and reason as interwoven to show how immanent critique has been central to Islamic histories and cultures.


Author(s):  
Derin Atay ◽  
Gökçe Kurt ◽  
Özlem Kaşlıoğlu

Teachers play a central role in shaping education. Educational innovations succeed or fail with the teachers who shape it (Lieberman & Pointer Mace, 2008); thus teachers' professional development process should be given utmost importance and organized in a way that supports and promotes their growth. Traditional INSET programs based on knowledge-transmission are found to be ineffective in reaching this aim. The present case-study introduces a collaborative INSET program, in which the participating pre-and in-service teachers tried to develop their understanding of World Englishes and integrate it into teaching under the guidance of university supervisors. Data collected by means of interviews revealed that this process enriched the knowledge of the participants and enabled them to look at the relevant issue from a critical perspective.


Author(s):  
Mark Hulliung

Montesquieu, one of the greatest figures of the Enlightenment, was famous in his own century both in France and in foreign lands, from Russia to the American colonies. Later generations of French philosophes took for granted his concern to reform the criminal laws, to replace the Inquisition with a reign of tolerance, and to repudiate the vicious conquests of the Spaniards in the Americas. They also accepted his finding that Protestant, commercial, and constitutionalist England and Holland represented all the best possibilities of Europe; whereas Catholic, economically backward, and politically absolutist Portugal and Spain represented the worst of the Western world and constituted a warning to the French. Although the findings and specific reforms proposed by Montesquieu were repeated by many another figure of the French Enlightenment, his work in certain respects remained unique in the circles of the most advanced thinkers. In his efforts to think systematically about politics and to do so by employing the comparative method, he stands virtually alone in his age. Other thinkers sharing his commitments resorted to the universalizing language of natural rights when they ventured into the realm of political philosophy. Or, like Voltaire, they tied their thoughts about politics to a succession of specific issues, each essay bearing so indelibly the imprint of specific time and place that there was no room for theory in their writings. Finally, as is true of Diderot or D’Alembert, many of the philosophes were slow to recognize what Montesquieu knew from the outset, that if Enlightenment does not extend to politics it is futile. Steeped in Montaigne’s scepticism, Montesquieu found that in the absence of absolutes there were good reasons to appreciate the ‘more than/less than’ and ‘better than/worse than’ judgments of comparative analysis. In his notebooks he commented that the flaw of most philosophers had been to ignore that the terms beautiful, good, noble, grand, and perfect are ‘relative to the beings who use them’. Only one absolute existed for Montesquieu and that was the evil of despotism, which must be avoided at all costs. Montesquieu wrote three great works, each teaching lessons about despotism and freedom,The Persian Letters (1721), the Considerations of the Grandeur of the Romans and the Cause of Their Decline (1734), and The Spirit of the Laws (1748).


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